A Reconceptualization of Teacher Education Curriculum Around Culturally Responsive Practices

• In Event: Critically Examining Social Justice–Oriented Curriculum for Teacher Preparation and Development

Abstract

Through a qualitative case study, this paper describes how a university English department reconceptualized their curriculum around culturally responsive pedagogies through a series of conversations, scholarly article readings, and professional development sessions. In seeking to understand what factors impacted this process, we found that teacher educators need 1) time to discuss culturally responsive pedagogy in their practice, 2) space for collaborative reflection with other instructors and 3) continued personal reflection towards cultural responsiveness. This work contributes to a framework for collaborative teacher education that models how reflection and collaboration around aligning university curriculum with culturally responsive pedagogy can impact student teaching.

Authors

• Crystasany Renee Turner, Erikson Institute

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Donna Pasternak, University of Wisconsin - Milwaukee

• Kristine Marver Lize, University of Wisconsin-Milwaukee

• Tania Mertzman Habeck, University of Wisconsin - Milwaukee

• Kelly R. Allen, University of Wisconsin - Milwaukee